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Autism and Developmental Disorders
2020. Vol. 18, no. 1, 32–37
https://doi.org/10.17759/autdd.2020180104
ISSN: 1994-1617 / 2413-4317 (online)

Representations of Teachers about Their Own Work in Inclusive Practice

 
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Abstract

The work of teachers in inclusive education inextricably linked with the assuming of the values of inclusion concept, adaptation and individualization of the education process. The aim of the pilot study conducted in 2018 was the determination of the representations of teachers about the inclusive practice and the characteristics of their work activities. Educational workers of Moscow schools aged 30 to 50 years (N = 16) with higher education and experience in inclusive practice for more than three years participated in the study. Data was obtained with the use of questionnaire; conventional content analysis used to process the results. The results demonstrate that the specificity of teachers, who implements an activity-based and differentiated approaches, position on the necessity of conditions for learning in an inclusive school is the following: making of host environment (24 %), educational content adaptation (26 %), individualization of tasks (30 %).

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Keywords: inclusion, inclusive practice, inclusive education values, special education needs, teacher’s activity features, inclusion education environment

OpenAlex citations: 1

OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Educational Innovations and Challenges

Information about the work in OpenAlex

Number of citations: 1

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

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Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 85667  |  Total number of citations: 129440

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2020180104

Published

For citation: Sunko, T.Y. (2020). Representations of Teachers about Their Own Work in Inclusive Practice. Autism and Developmental Disorders, 18(1), 32–37. (In Russ.). https://doi.org/10.17759/autdd.2020180104

© Sunko T.Y., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Tatyana Y. Sunko, Candidate of Science (Education), Associate Professor of the Chair of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9848-7977, e-mail: tasunko@yandex.ru

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